One of three presentations we did for the Canadian Network for Innovation in Education (CNIE) online 2021 conference. A workshop to approach how to encourage creativity in the context of educational applications based on Artificial Intelligence (AI), which are personalising learning sequences adapted to each student’s competency level, learning style, and rhythm, and can adjust the physical environment to provide greatest comfort for learning. Smart learning spaces use accumulated data from each student as well as “big data” from all users to improve the accuracy of its choices. This can introduce a “digital bubble” that limits, shapes, and defines the space where the learner can grow and explore, produced when AI takes control of the student’s immediate learning zone. To benefit from AI-based personalisation, we need strategies for avoiding risks of isolation and cognitive bias; we need to create a hybrid learning environment that federates teachers, learners, and AI agents. In this environment, creativity is not just a global competence. It is the core skill, needed in all types of lifelong learning scenarios, to meet the challenges of the SDG’s, including inclusion and equity. As educators we need to help learners to live in a world where intelligent non-human agents are commonplace. This means learning new ways of collaborating with each other and with machines. Faced with so much disruption from environmental, social, and technological challenges, we need to integrate notions of mediation, co-working and negotiation, and foster flexibility of response in a smart pedagogy that encourages creativity along with communication, digital culture, and collaborative problem-solving – a pedagogy that highlights the importance of surprise, inquiring minds, ethics, aesthetics, self-realization, motivation, joy, and other essentially human learning characteristics.

1. Creativity: Core
skill for inclusive
AI-based learning
Workshop
Ray Gallon, The Transformation Society (France/Spain)
Neus Lorenzo Galés, Departament d'Educaci
ó
, Catalonia (Spain)
Email: info@transformationsociety.net
@RayGallon
@NewsNeus

2. What’s this workshop about?
https://external-content.duckduckgo.com/iu/?u=http%3A%2F%2Fstockarch.com%2Ffiles%2F16%2F02%2Fcardboard_box.jpg&f=1&nofb=1
Creative
thinking

3. Both these images
are considered to be
creative
▪If you were a
museum
curator, which
would you
chose for your
exhibit and
why?
https://external-content.duckduckgo.com/iu/?u=http%3A%2F%2Fstillcracking.com%2Fwp-
content%2Fuploads%2F2016%2F03%2Ffood-art-6.jpg&f=1&nofb=1
https://i.pinimg.com/originals/68/94/ee/6894ee9274c0c6e167e4b40938f2b304.jpg

4. This workshop is about
how creativity can be
used to reinforce the
benefits and attenuate
the pitfalls of AI-based
learning
1. The role of artificial intelligence as
an educational agent in hybrid
human-machine society
2. Discussion: Human-machine interaction,
the new diversity
3. Creativity and the digital bubble
4. Discussion: How can creativity
contribute to social evolution
in AI-driven environments?
#CNIE2021
@RayGallon
@NewsNeus

5. 1
Artificial intelligence as an educational agent
What’s its proper role in hybrid human-machine society?
https://miro.medium.com/max/11232/1*eC68kuEHee3dkemFLV42YA.jpeg
https://schoolplus.com.sg/wp-content/uploads/2018/10/Current-state-of-artificial-intelligence-in-education-1038x543.jpg
AI-based education

6. Educational agents:
what’s changed in 4000 years?
https://external-content.duckduckgo.com/iu/?
u=https%3A%2F%2Fimages.thewest.com.au%2Fpublication%2FYA-381920%2F021214genrobot_5_1a7u681-1a7u6ab.jpg%3Fimwidth%3D1024&f=1&nofb=1
https://external-content.duckduckgo.com/iu/?
u=https%3A%2F%2Fwww.crystalinks.com%2FEgyptEducation2.jpg&f=1&nofb=1

7. Evolution of learning: towards intangibles
Domain knowledge
Experience
Tools mastery
Acquired skill
are giving way to Soft Skills
Creative problem-solving
Learning to learn
Meta-cognitive capabilities:
Self-reflection
Emotional intelligence
Capacity to mobilize social
resources and knowledge
Connectivism
individually and in groups
Epistemic components
When technology changes, skills become obsolete

8. When technology changes, skills become obsolete
Social, cultural and communicative
abilities are becoming core skills to
mobilize epistemic learning
https://st2.depositphotos.com/3591429/8629/i/950/depositphotos_86295602-stock-photo-group-of-diverse-people-working.jpg
What you know is less important than how you mobilize knowledge

9. Data Driven AI powers Smart Pedagogy
Smart learning
spaces
https://www.researchgate.net/profile/Victoria-Chen-8/publication/287358391/figure/fig2/
AS:667788049907732@1536224486771/Side-view-of-an-Active-Learning-Classroom-Photograph-by-Queens-
University-Retrieved-on.jpg
Environmental
control
https://glovercommunityschool.weebly.com/uploads/
4/1/2/4/41243031/img-7357_orig.jpg
Big Data
Social Context
https://external-content.duckduckgo.com/iu/?
u=http%3A%2F%2Fwww.omnitecgroup.com%2Fadmin%2Fupload%2Fproductcategory%
2Fsmart-parking-solution-701.png&f=1&nofb=1
Personalized learning
https://lh3.googleusercontent.com/proxy/
LPFNLrthlQDgtAPrNEsIMXn243xemiHmNzkTokOSXuEQKe4lgwmOJLkVQDaP1fkGpHRFHLX8z8
C0S-h3GV4JkGy-x-bUXKqr6M8CwEDNUPfM8nnAF1dh0BpFWqcyjzes4nzSze7rz5EP-g

10. 0 & 1: The common code
This is a
woman’s face
face
Això es la
cara d’una
dona
“hair style,
clothes,
jewellery…”
Image Categories:
face/woman
Facial
recognition:
expressions and
feelings
Text Speech and
synthesized
voice
Translations
(i.e. Catalan)
Cultural
Relevance and
Meaning
Integrating literacies, Transforming meanings,
Acting together
Source: Ray Gallon & Neus Lorenzo,
The Transformation Society (2018)

11. In pedagogy, what you don’t see
is the most important part
http://4.bp.blogspot.com/-xtsqCRqsYyg/VgDB-V-D-lI/AAAAAAAAAFM/2GvCi2dyJno/s1600/collaborative.jpg
Bank loan?
Drone
pilot’s
license?
Access to
medical
school?
Access to
museum in
Moscow?
Invisible
digital
bubble?

12. AI learns about Context
and Private feelings
H/H & H/M
Emotional Recognition
http://1u88jj3r4db2x4txp44yqfj1.wpengine.netdna-cdn.com/wp-
content/uploads/2014/07/placeus.jpg
Using Data and Big Data
From Context sensing
≠

13. Interacting
Activity
“Interacting with artificial intelligence
using Reface app”
[Take a Screenshot of the instructions]

14. 1. Download the “Reface” app from
IOS app store or Google Play store.
2. Choose an image or video in which
you will become the protagonist
and create the new image.
3. Share what you’ve done, how
you’ve done it, and what are the
consequences.
4. Debriefing
AI Activity
How can you use this
with your students?

15. Now choose someone
you know, and do the
same activity…
Is this a legal question or an ethical question?

16. 2
Discussion:
Human-machine interaction,
the new diversity
https://images.theconversation.com/files/383612/original/file-20210210-15-1prhpew.jpg?
ixlib=rb-1.1.0&q=45&auto=format&w=1200&h=900.0&fit=crop

17. AI is creating a hybrid human-machine society
Are we ready?
https://images.theconversation.com/files/383612/original/file-20210210-15-1prhpew.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1200&h=900.0&fit=crop

18. Opportunities Or Dangers?
1. Human implants
connected to IoT
3. Data-driven decision
vs. human intuition
4. Art and culture
Ref: https://www.youtube.com/watch?v=EaHh50PHN5M
2. Machines read
human emotions

19. 3
Creativity and the digital bubble

20. The “Digital
Bubble”
A limited, controlled
environment that
shapes, and defines the
learning space where
the student can develop
skills and values

21. Personalized bubble
https://static.toiimg.com/photo/77371449.cms
Safe environment
for minors?
https://www.groovypost.com/wp-content/uploads/2017/11/Parents_Child_Tablet_Featured.jpg
Digital guided cage?

22. Identifying bubbles
▪ Personalized experience
▪ Social environments
▪ Family traditions
▪ Academic literacies
▪ Professional skills
▪ Cultural ethos

23. How we collectively build a child’s bubble
▪ Our cultural
ecosystem is
already a bubble
▪ Adults reproduce
bubbles as a
protective fence for
children

24. Why is this a problem?
Our information bubble creates a black-hole horizon
https://e3.365dm.com/18/04/2048x1152/skynews-black-hole-black-holes_4273211.jpg

25. Story I : Planning
Error at design levels
-Mistake: aesthetic priorities instead of practical ones
Barcelona, Forum 2004
Suggestion:
-Teams should include diverse profiles and end users at all stages

26. Story II : Communication
Message or communication error
-Mistake in expressing or understanding (code, language, culture...)
How many times can you subtract 3 from 25 ?
Literal answers in an
exam
Only once!!
25-3= 22
Suggestion:
-Teams should include feedback techniques and double checking

27. Story III : Using tools
Procedural error
-Mistake when changing tools, mismatching previous knowledge
Suggestion:
-Teams should include training for using new tools and resources

28. Breaking out
Lateral thinking
Independent decision-making
Vectored by creative practice
▪ With technology
▪ In mixed ecosystems
▪ Shared with other learners
Social interaction, aggregation, exchange

29. Breaking bubbles
Collective interaction can expand
and combine personal spaces to
open opportunities
Mallorca, Library

30. Photo by Ashim Salam from Bangladesh
Photo by Adam
Dobrovitz
Contextualized? Student centred?
Learning
happens in
context
Focusing on students to break the bubble

31. Experimenting
Activity
“Experimenting: experiential learning
using Google Trends”
[Take a Screenshot of the instructions]

32. From Google to Giggle
Using data to change pre-assumptions
https://trends.google.com/trends/explore
1. Open Google Trends
2. Compare two different concepts:
(e.g. vaccine and ???)
3. Find correlations in time/place…
4. Explore Maps/Visualization…
5. Breaking bubbles: What, How, Why are we learning it?
6. Use our Chat to share!
Adapt
and use
this activity
in your class!
SDG
UN 2030
Tool: Google Trends
https://trends.google.com/trends/

33. Find correlations!
▪ Vaccine
▪ ... ?
Language
Locations
Time lapse
Information-Policy

34. Pre-assumptions?
Wikipedia identifies
over 180 digital
cognitive biases.

35. Building the ecosystem for
Creative Digital Skills
Knowledge
Literacies
(To know)
http://www.cobdc.net/13JCD/wp-content/uploads/2012/10/book_vs_ebook-300x239.jpg
Information
Self Agency
Literacies
(To know how to do)
http://4.bp.blogspot.com/-pgtPmrZL8XI/Tihg8DmZOwI/AAAAAAAAA7Q/JIO813mc3eU/s1600/DSC_0027.JPG
Process
Relational
Literacies
(To know how to
be oneself, and
be with others)
http://www.vila-real.es/portal/RecursosWeb/IMAGENES/1/0_15964_1.jpg
Participation

36. Components of creativity
▪ Expertise:
technical, procedural, intellectual
▪ Intrinsic motivation:
inner passion
▪ Original thinking:
flexibility and imagination in
problem-solving, often
overturning the status quo.
Source: Teresa Amabile (1998)
https://knowledge.wharton.upenn.edu/wp-content/uploads/2014/12/RANE-report-1024x440.jpg
https://cdn.lifehack.org/wp-content/uploads/2013/02/fail-to-honor-a-commitment.jpg
https://palaciodegaviriamadrid.com/wp-content/uploads/2020/01/03_Escher_Relativite-1.jpg

37. Creativity correlates
with pedagogical
theories
Creativity Learning
A learning space students
explore by “going to
unexpected places.”
–Shane Snow
Zone of Proximal
Development (Vygotsky)
“Interpreting something you
saw or experienced and
processing it so it comes out
different than how it went in”
–Henry Rollins
Evolutionist Constructivism
(Piaget)
“Seeing the intersection of
seemingly unrelated topics
and combining them into
something new”
–Brian Clark
Connectivism
(Downes and Siemens)
After Demian Farnworth (2016)
https://i.pinimg.com/originals/93/32/8b/93328b36a427666cb13c62478683ffaa.jpg

38. There is no new
knowledge and
no creativity
without social
interaction and
community
Source: Mihaly Csikszentmihalyi (1999)
Creativity as a social system

39. Gamified Strategies
to create recursive
creative ecosystems
https://i.pinimg.com/564x/9c/49/1c/
9c491c66050c44232afd86c0afae1a67.jpg
Problem Solving Goals
Strategic Interaction
Students’ centred

40. Participation: Building a common narrative

41. Integrated collective intelligence
shared in community
Shared experiences and
Creative disruption
Exchange
Personalized Hybrid learning

42. 4
Discussion:
How can creativity contribute to social justice
in AI-driven environments?
https://www.teckhunters.com/uploads/1/0/7/4/10746248/published/artrobothand1.png?1600654123

43. How Can We - And Ai - Fix It?
1. Animal life and
climate change
3. Equity in education
4. Ethical research and
technological transformation
2. Economic development
and environmental
sustainability
http://sapiencia.eu/wp-content/uploads/2016/08/2cefeb5f5e72c9f38ad557eca1fe019f.jpg
http://img.bognorphoto.com/upload/9/32/932e84906bd578e622776b8301ab5042_thumb.jpg
Open
questions

44. Thanks for your attention!
More Information:
http://transformationsociety.net
ray@transformationsociety.net
neus@transformationsociety.net